EPS - Educational Psychology

This course explores the contexts and the individual dimensions of human development and learning. Special attention is paid to the features of human developmental contexts most associated with positive outcomes for learners, and how these mediate the learning process. The course also examines different domains of development, including those most associated with successful school learning. Candidates learn and practice various assessment methods to understand classroom and individual learning processes. Prerequisite(s): None. 5 quarter hours

The course is specially designed for the education major. Prospective teachers engage in understanding and developing a psychological view of the classroom. Social, emotional, and cognitive influences that shape the educational experiences of both students and the teacher are examined in light of recent research. Individual perspective is emphasized through readings, written assignments, and discussions. Educational Psychology for Teachers is required for admission to National College of Education and has concurrent enrollment with ELE200 Elementary Education Practicum I. Prerequisite: Elementary Education major (minimum Sophomore standing) and one developmental psychology course. 3 quarter hours

This course introduces human development from birth through adolescence, with a special focus on development from birth through eight years old. Emphasis is placed on the physical, neurological, cognitive, linguistic, social, emotional, moral, spiritual, and cultural development of children, particularly the young child. Emphasis will be on the typically developing child, however, various developmental patterns will be explored. Contemporary issues related to the care and education of young children will be critically examined relative to the developmental domains. As part of this course students will be required to complete a case study involving 10 to 16 hours of observation. Prerequisite(s): none 3 semester hours

This course introduces students to the basic structures, functions, and physiology of the central nervous system as they relate to human learning and development generally, and childhood and adolescence specifically. Through a problem-solving format, students examine those brain functional systems thought to underlie specific learning, behavioral, and emotional challenges frequently encountered in diverse school and classroom contexts. Students integrate a neuroscience framework with cultural, genetic, cognitive, and social perspectives. The impact and limitations of neuroimaging and other research modalities on academic and cognitive processes in considered. Students apply their knowledge through a critical overview of neuropsychological assessment tools and practices. 15 hours of field experience are required. Prerequisite(s): A human development course. 3 semester hours

This course examines psychopathology in childhood and adolescence as it impacts cognitive and social-emotional functioning in school and family contexts. Candidates will critically examine evidence- based knowledge about etiology, essential features, and effective prevention and intervention strategies for psychopathologies from an integrated diversity, genetic, neurophysiological, psychogenetic, and social perspective. Medical, psychosocial, and response to intervention models of prevention and intervention will be addressed. Prerequisite(s): EPS511 or admission to the School Psychology program. 3 semester hours

Introduces students to the structure, organization and operation of the educational system with an emphasis on P-12 schools. Course is designed for School Counseling professionals who function in roles that support direct instruction and intervene with students and their families in school settings. Activities provide an open forum in which students first understand and then construct their own ideas about effective schooling in the United States. Prerequisite(s): Graduate standing or admission to the School Counseling Program and/or permission of instructor 2 semester hours

During this course students explore theory and research on human development as it relates to teaching and learning in diverse educational settings. Students focus on the developmental issues/processes of different age learners across different domains (e.g. neurological, cognitive, linguistic, social, emotional). Students also examine the relationship between these processes and the acquisition of academic competence, including habits of mind that promote ongoing learning and mental health in schools. Field-based activities (for the +1 semester hour) are required of all students within the 2+1 semester hour course framework. Prerequisite(s): Admission to MAT program is required for Elementary Education and Secondary Education majors. Co-requisite(s): Elementary Education Majors should simultaneously enroll in Practicum I 3 semester hours

Candidates learn how to build and sustain classroom communities that foster rapport, learning, and motivation for all learners. By applying principles of culturally responsive pedagogy and motivation, candidates will examine how school and classroom environments support and/or inhibit learning, motivation, and a sense of membership. Candidates will also identify, evaluate, and implement classroom and school-community based practices as they design a comprehensive plan to develop a culturally responsive classroom environment. Prerequisite(s): Consent of instructor, Graduate level status in National College of Education and admittance into Masters of Urban Teaching program. 2 semester hours

In this course candidates learn to interpret and apply various data-driven instruction frameworks used in school settings. Some frameworks include the use of national assessment data, state assessment data, various individual school level data available to teachers, and classroom assessment data. Candidates also design their own framework for data informed instruction. Focus is on advanced studies in data-based decision making. Candidates research, display, and practice classroom data analysis in the areas of curriculum design, academic intervention, behavior intervention, attendance intervention, and student achievement. Prerequisite(s): Admission to MED program or permission of instructor. 1-3 semester hours

The purpose of this course is to provide students with a foundation in personality and social psychology. Students review major principles and research regarding the individual in a culturally diverse society. Broad topic areas include personality theory, social interaction and communication, group process, and community relations. Students also explore applications of this work to current issues in education. Prerequisites: EPS500 or equivalent. 3 semester hours

This course provides graduate students with an understanding of the role of guidance and counseling in a variety of public and private settings. An in-depth presentation of different therapeutic strategies will be explored in order to provide the student with an opportunity to understand which treatment approaches are most appropriate given the individual and family problems which are frequently presented in counseling and/or therapeutic relationships. Students will have an opportunity to practice these strategies within the context of the class. Emphasis will be placed on how the psychologist working in the schools can integrate counseling techniques to facilitate therapeutic change. The application of counseling approaches to culturally diverse populations will also be explored. 3 semester hours

In this course students examine general systems theory as applied to short-term family intervention strategies. Students critically evaluate current research and theories on which various forms of therapy are based. Short-term models of therapeutic interventions applicable for educational settings will be examined. Prerequisites: admitted school psychology student, EPS520, EPS562D, E,F, or consent of instructor. 3 semester hours

Using Systems Theory as an integrating paradigm, this course is designed to deepen students' awareness of how they affect and are affected by others in different group situations. Personal assessment is continuous throughout the course as students examine different ways of working effectively in groups as both leader and group member. Topics include an analysis of leadership style, cross-cultural communication, and an assessment of organizational climate in the context of early childhood programs. Opportunities are provided for students to apply the concepts of organizational theory, group dynamics, and models of leadership in their respective educational settings. Prerequisite(s): None 3 Semester Hours

Students will learn an ecological assessment approach designed to prevent and remediate learning problems in a multi-tiered problem-solving model. Building on a foundation of measurement basics, students will learn interviewing regarding instruction, observing student- teacher instructional interactions, and basics of Curriculum-Based Measurement (CBM) for purposes of universal screening and progress monitoring. School Psychology students must take this course concurrently with EPS563A School Psychology Practicum I. Prerequisite(s): Admission to the Ed.S. or Ed.D. School Psychology Program; ESR502, EPS540 or equivalent. 2 semester hours

This course is an introduction to personality assessment for school psychology students. Students integrate theory and practice as they draw upon personality and developmental to learn personality and social/emotional assessment tools and practices commonly used by practitioners in schools. This includes administration, scoring, and interpretation of objective and projective tests. Students will learn to write reports based upon this assessment data. An emphasis is placed upon interpreting assessment tools in light of cultural and ethnic considerations. Prerequisites: EPS 500B; EPS 530; EPS 517; or consent of instructor. 3 Semester Hours.

Candidates examine different models and methods of assessing cognitive abilities in children and adolescents. Emphasis is placed upon practicing the administration and scoring procedures of measures commonly used to assess individual cognitive ability and processing in educational settings. Candidates develop an understanding of the questions these measures address and the integration of these measures with other tools. Candidates critically examine the nondiscriminatory use of these tools with diverse populations. Prerequisite(s): ESR502 or equivalent. Admission to the School Psychology Program. 2 semester hours

School psychology students will engage in readings, discussion, and observations of evidence-based interventions for working with families in schools and within the community. Students will learn and gain experience in observing families, interviewing parents, and obtaining strategies for conducting parenting programs. Coursework will be distributed over the NLU academic year. Emphasis is placed on integrating theory and concepts from a developmental perspective of social, emotional, behavioral, cognitive, and academic domains into effective family programs. Issues of working with families of diverse cultural, linguistic, and socio-economic status are explored. Prerequisite(s): Admittance into the School Psychology Program. 1-3 semester hours (May be repeated twice up to 3SH)

The purpose of this course is to provide deeper insight into the growth patterns of the preschool child and the types of diagnostic tests that will enable the student to determine a child's maturity level, stage of development, and possible impairment. Contemporary methods of child study that focus on all aspects of the developing child will be discussed. Nondiscriminatory use of standardized tests, rating scales, screening batteries, and diagnostic play techniques will be reviewed. Prerequisite: EPS500. 2 semester hours

The course emphasizes a multi-tiered service delivery model for social emotional learning and data-based decision making. Students will learn foundational cognitive and behavioral principles that affect teaching and learning in the tiered school environment with an emphasis on data collection for problem identification and developing behavior intervention plans. Students will conduct functional behavioral assessments, employing both interviewing and observational skills. Based on the assembled information and team problem solving process, students will design and implement a behavior support plan. Students in the School Psychology Program must take this course concurrently with EPS562C. Prerequisite(s): EPS500, EPS541 or the equivalent. Co-requisite(s): EPS562C. 2 semester hours

This course provides an overview of school psychology practice, with an emphasis on the contemporary role as a contributor to a school community's implementation of evidence-based practices to improve achievement and social-emotional outcomes for all students. A course keystone is the identification of discrepancies between ideal, equitable practices and actual school practices with respect to desirable social outcomes. Students take this course concurrently with EPS563B School Psychology Practicum I to enable integration of concepts and actual school practices. Prerequisite(s): Admission to the Ed.S. or Ed.D. School Psychology Program. Co requisite(s): EPS563B. 2 semester hours

Participants in the course examine contemporary research on cognition, learning, and assessment and use this research to analyze diverse student needs and design effective learning environments (including effective technologies) to address these needs. Special attention is devoted to cognitive, metacognitive, motivational, social, developmental, and individual difference dimensions of student learning. Prerequisite(s): Human Development and/or Introduction Educational Psychology course; or consent of instructor. 2 semester hours

This is the first of a two-course series in mental health prevention and intervention in the schools. The course is designed to examine the need for social and emotional learning (SEL) in the school-wide environment and implement empirically-based SEL skills within the whole school and classroom climates. The course is sensitive to diverse cultural and economic environments promoting early promotion and school-wide mastery of SEL skills. There is a field experience connected with this course. Prerequisite(s): EPS500. 3 semester hours

This is the second of a two-course series in mental health prevention and intervention in the schools with a focus on social and emotional learning in the school environment. The course is designed to examine the need for social and emotional learning (SEL) in the school-wide environment and implement empirically-based SEL skills within the whole school and classroom climates. This course yields a specific focus on the use of empirically validated SEL interventions with tier two students within a small group and/or individual intervention focus. The course focuses on the use of group and individual consultation with individual and/or groups of both teachers and parents with a focus on coaching, modeling and teaching SEL skills. The course is sensitive to diverse cultural and economic environments promoting early promotion and school-wide mastery of SEL skills. There is a field experience connected with this course. Prerequisite(s): EPS500; EPS543. 3 semester hours

Students examine contemporary research on cognition, learning, and academic achievement relevant to planning and problem solving student learning needs in diverse school and classroom contexts. Discussion focuses on research based learning principles that help to inform the design of effective learning environments. Special attention is devoted to cognitive, metacognitive, motivational, social, developmental, and individual difference dimensions of learning. Students analyze the relationship between research based principles and contemporary curricula, instructional practices, and assessment tools. Students extend their understanding by interviewing teachers and observing instruction in diverse classrooms. Fifteen hours of classroom observation is required. Prerequisite(s): Basic course in human development, Graduate admission to NCE. 3 semester hours

Students will learn about evidence-based reading, math, and writing instruction as they relate to curricula material construction kindergarten through grade 12. Students will analyze and implement curricula materials used as part of a tiered service delivery model in schools. Assessment and evaluation for the purposes of instructional planning will be emphasized. Prerequisite(s): Admittance into the School and Educational Psychology Program. 3 semester hours

This is the first course in a three course sequence examining theories and practices of school-based consultation. Through the series of three courses, candidates will explore school based consultation models, the role of consultation in prevention, intervention, social justice, and problem solving. Candidates will acquire and practice consultation skills in a school setting. In the first course of the sequence, the focus will be on collaborative communication skills and the beginning stages of problem solving. Candidates are expected to participate in ongoing group and individual university-based supervision in conjunction with this course. Prerequisite(s): Admissions into the School Psychology Program, or permission of the School Psychology Program Coordinator. Co-requisite(s): This course must be taken concurrently with EPS563B, School Psychology Practicum II. 2 semester hours

This is the second course in the a three course sequence examining theories and practices of school-based consultation. Through the series of three courses, candidates will explore school based consultation models, the role of consultation in prevention, intervention, social justice, and problem solving. Candidates will continue to practice consultation skills in a school setting. In the second course of the sequence, the focus will be on problem analysis, instructional assessment, and intervention design, implementation, and evaluation. Candidates are expected to participate in ongoing group and individual university-based supervision in conjunction with this course. Prerequisite(s): Admission into the Psychology Program, EPS 561A or equivalent course, or permission of the School Psychology Program Coordinator. Co-requisite(s): This course must be taken concurrently EPS563B, School Psychology Practicum II. 3 semester hours

This is the third course in a three course sequence examining theories and practices of school-based consultation. Through the series of three courses, candidates will explore school based consultation models, the role of consultation in prevention, intervention, social justice, and problem solving. Candidates will continue to practice consultation skills. In the third course, the focus will be on systems-level consultation, and working on school teams. Candidates will participate in one or more school-based teams at their practicum sites. Students are expected to participate in ongoing group and individual university-based supervision in conjunction with this course. Prerequisite(s): Admission into the School Psychology, EPS561A, EPS561B or equivalent courses, or permission of the School Psychology Program Coordinator. Co-requisite(s): This course must be taken concurrently with EPS563B. 2 semester hours

This practicum series provides a variety of structured observational experiences in cooperating schools for school psychology students. Over a three quarter period, students shadow a school psychologist, observe and interview various school professionals concerning their goals for various activities, and reflect upon and analyze in-depth a sample of these practices. An emphasis is placed upon understanding appropriate practices in culturally diverse contexts. Individual and group supervision is provided by NLU faculty and approved field-based supervisors. Prerequisites: admitted school psychology student, EPS562A must be taken concurrently with EPS540; EPS562B must be taken concurrently with EPS541; EPS562C must be taken concurrently with EPS539. 1 semester hour each

This practicum series provides a variety of structured observational experiences in cooperating schools for school psychology students. Over the three quarter period, students shadow a school psychologist, observe and interview various school professionals concerning their roles and practices, observe a variety of classroom practices, interview teachers regarding their goals for various activities, and reflect upon and analyze in-depth a sample of these practices. An emphasis is placed upon understanding appropriate practices in culturally diverse contexts. Individual and group supervision is provided by NLU faculty and approved field-based supervisors. Prerequisites: admitted school psychology student, EPS562A must be taken concurrently with EPS540; EPS562B must be taken concurrently with EPS541; EPS562C must be taken concurrently with EPS539. 1 semester hour each

This practicum series provides a variety of structured observational experiences in cooperating schools for school psychology students. Over a three quarter period, students shadow a school psychologist, observe and interview various school professionals concerning their roles and practices, observe a variety of classroom practices, interview teachers regarding their goals for various activities, and reflect upon and analyze in-depth a sample of these practices. An emphasis is placed upon understanding appropriate practices in culturally diverse contexts. Individual and group supervision is provided by NLU faculty and approved field-based supervisors. Prerequisites: admitted school psychology student, EPS562A must be taken concurrently with EPS540; EPS562B must be taken concurrently with EPS541; EPS562C must be taken concurrently with EPS539. 1 semester hour each

This course supports a year-long practicum that provides a variety of structured observational experiences in cooperating schools for school psychology candidates. Over a three-quarter period, candidates are assigned to work with a school psychologist in a school setting to observe school practices and participate in school psychology professional practices. An emphasis is placed upon understanding best practices in a multi-tier services and supports model including Response to Intervention (RtI) in schools with diverse populations. Prerequisite(s): Admission to the Ed.S or Ed.D. School Psychology Program. 1 semester hour. (May be repeated twice up to 3SH).

This practicum series is designed for students seeking state certification in school psychology. Over a three-quarter period, students work in schools with practicing school psychologists and other educators in a variety of experiences consistent with their future professional role. An emphasis is placed upon promoting evidence-based practices in a preventive approach including early intervention for those students who need it. In addition to weekly field- based supervision, students participate in weekly on- campus faculty supervision for additional understanding, feedback, and targeted applied learning. Prerequisite(s): Admission to the Ed.S. or Ed.D. School Psychology Program; EPS530; EPS531; EPS532; EPS540; EPS541; EPS539; EPS563A. 2 semester hours

School psychology candidates will participate in a supervised practicum providing them with opportunities to plan, market, and implement a training program for families in collaboration with schools and other community agencies. Students will learn how to facilitate implementation of an evidence-based training program that emphasizes working collaboratively, effectively, and sensitively with families of diverse cultural, linguistic, and socioeconomic backgrounds. Students will use The Incredible Years Program Series or another evidence-based series focused on strengthening parenting competencies and fostering parent involvement in schools to promote children's academic, social and emotional competences and reduce conduct problems. Prerequisite(s): Admittance into the School Psychology Program or by permission of instructor. Co-requisite(s): EPS535. 1-3 semester hours. (May be repeated twice up to 3SH).

1-4 semester hours

1-4 semester hours

1-4 semester hours

1-4 semester hours

1-4 semester hours

The School Psychology internship is a 10 to 12-month (1500 hour) full-time experience in broad areas of school psychology, under the supervision of university, field- based, and peer-group supervisors. Consistent with NASP best practice guidelines for internship, interns are expected to have sufficient breadth and depth of experiences within domains as specified by NASP and ISBE. Consistent with the NASP Blueprint III, interns are expected to achieve competency in at least one domain upon completion of the internship. Upon successful completion of EPS590 and the field-based internship experience, students will be eligible to apply for state certification as a school psychologist. Prerequisite(s): Completion of all courses required in the EDS School Psychology Program. Co-requisite(s): Internship experience at a field-based site. 2 semester hours each for 3 terms (total = 6 semester hours)

The purpose of this course is to provide the opportunity to explore professional school psychology practice issues from the perspective of three sources of influence, (a) the law, (b) professional ethics, and (c) evidence-based practices. These sources of influence will be examined from the perspective of schools with diverse needs and resources. Prerequisite(s): Admission to the School Psychology Program; EPS540; EPS530; EPS531; EPS532; EPS541; EPS539; EPS563A or equivalent. Co-requisite(s): Concurrent enrollment in EPS563B. 1 semester hour (May be repeated twice up to 3 SH)

1-4 semester hours

1-3 semester hours

1-4 semester hours

Continuous registration required until thesis is complete. Prerequisite(s): Masters standing, consent of instructor, and prior registration for the required number of hours in EPS599. 0 semester hours

The course examines cultural, socioeconomic, and ethnic variables that impact service delivery in school psychology. Through readings, discussions, inquiry, and field activities, students will examine cultural factors underlying human development and gain an understanding and appreciation of cultural and ethnic differences among individuals, groups, and families. Students will enhance their ability to apply their knowledge in the area of multiculturalism to their personal lives as well as their professional work. Prerequisite(s): Admission to the School Psychology Doctoral Program or permission of Program Director. 3 semester hours

This course explores systems and methods of integrating multi-tiered support services including social, emotional, and behavioral evidence based interventions (EBI) to support learning in schools. Focusing on integrating academic and social-emotional service delivery within levels or tiers, the course highlights the role of leadership in building systemic change through team collaboration and use of empirically-based practices in a school-wide Response to Intervention (RtI). Topics of study include direct and indirect mental health services for children, families, and schools to promote learning, prevent and respond to problems, and cultivate family-school collaborative services. The course also addresses systemic challenges of diversity including cultural, ethnic, linguistic, gender, and socioeconomic factors. Prerequisite(s): Admission to the School Psychology Doctoral Program. 3 semester hours

This course examines interactive dynamics of families and schools that lead to the construction of collaborative family/school partnerships. These family/school partnerships are designed to enhance learners' cognitive and social-emotional growth and learning and to promote mutual family/school involvement in the process of quality schooling for children. The influence of diverse family and school characteristics, resources, beliefs, attitudes, and values will be examined for their contributions to building collaborative home/school relationships. Evidence-based theoretical and research approaches will be explored and applied to the process of building meaningful family/school collaborations. Prerequisite(s): Doctoral standing or permission of Program Director. 3 semester hours

This course examines the complex influences of cultural, socioeconomic, gender, language, and class variables on learning and development of all individuals. Students will critically examine the theory and research literature on topics such as sociocultural education, identity, language, transnationalism, differentiated instructions, social relations, and beliefs about self and "the other." Students will also explore theories and research that probe questions critical to understanding aspects of social and educational environments that are conducive for learning and development of individuals from multicultural, multilingual, and multiclass backgrounds. Prerequisite(s): EPS647, admission to the doctoral program, or permission of Program Director. 3 semester hours

Students will learn historical perspectives regarding the shift in school service delivery systems from reactive and segregated models based on presumptions of disability to proactive, early intervening and inclusive systems based on educational need. Students will learn the principles of multi-tiered services as well as how they are delivered across the United States within the knowledge base about school change. Prerequisite(s): Admission to the School Psychology Doctoral Program; EPS540; EPS530; EPS531; EPS532; EPS541; EPS539; EPS563A, EPS563B or equivalent. 3 semester hours

The purpose of this course is to offer advanced doctoral students both didactic and experiential training in the area of supervision, with specific attention to supervision of educational and psychological services in schools. Students will develop self-awareness of their needs and competencies as supervisors while learning about theoretical models with a focus on developmental models, research, and ethical and professional issues in supervision. Students will act as supervisors for less experienced students engaged in practicum work and will receive metasupervision (supervision of supervision) from the course professor within a vertical supervision process, as well as from peers during small group supervision. Prerequisite(s): EPS562D, EPS562E, and EPS562F or equivalent. Co-requisite(s): EPD692. 1-3 semester hours (May be repeated twice up to 6 hours.)

The School Psychology doctoral internship is a 12-month (1500 hour) full-time experience in broad areas of school psychology, under the supervision of university, field-based and peer-group supervisors. Consistent with NASP best practice guidelines for internship, interns are expected to have sufficient breadth and depth of experiences within domains as specified by NASP and ISBE. Consistent with the NASP Blueprint III, interns are expected to achieve competency in at least one domain upon completion of the internship. Some students may choose to complete the internship through the Illinois School Psychology Internship Consortium (ISPIC). Upon successful completion of EPD690B and the field-based internship experience, students will be eligible to apply for state certification as a school psychologist. Prerequisite(s): Successful completion of all program courses, the comprehensive examination, and proposal of the doctoral dissertation. 2 semester hours. May be repeated 3 times up to 8SH.

The School Psychology Doctoral Practicum is a three consecutive term experience which emphasizes doctoral level skills designed to deepen the leadership role of school psychologist as participant in school-wide and tiered data-driven problem solving process. Students learn to apply assessment and intervention skills in areas of academic and social-emotional learning as required within two domains of the National Association of School Psychologists (NASP) Standards. This practicum experience is associated with three core doctoral courses offered in first year of doctoral studies. This practicum experience is a total of 600 practicum hours and 6 semester hours of credit. Prerequisite(s): Completion of Ed.S. coursework in School Psychology. 2 semester hours. (May be repeated twice up to 6 SH).

This set of seminars addresses special topics in School Psychology that affect systemic decision making; emerging ideas in teaching and learning as they relate to the design of various school environments; emerging ideas in the promotion of social emotional learning; the role of assessment in the learning process; family school partnerships and the on-going development of the school psychology professional. Prerequisite(s): Admission to the School Psychology Doctoral Program. 2 semester hours